Recent trends in education are more focused on developing various intelligences of students rather than on dedicating more time to physical education and sports.
In fact, a one-dimensional direction at educating students is not the best solution to professional development and intellectual growth of students. What is more important is that current educational policies restrict children’s creativity. There is also as evident misconception concerning the importance of sporting activities in educational system that is premised on stereotypical vision of future careers.
Sport and education are often regarded as different spheres of children’s development. However, these two branches are closely connected because they complement children’s comprehensive intellectual and physical development. There is a false assumption that talented students are those who excel in intellectually driven disciplines, such as mathematics, biology, or physics.
However, sporting activities, including dances, football, and gymnastic directly relate to physical education that is also premised on a number of theories, strategies, and models. So, physical excellence should not be disregarded in the light of students’ difficulties in scientific field. In fact, children will not play football equally well because of different levels of skills and talents. This kind of sport is based on specialized knowledge about athletics, physical training, game rules, and strategies.
Underestimating physical education will not contribute to normal intellectual development of a child. There should be a balance between body and mind, which is heavily discussed in various philosophical movements. As a proof, Sir Ken Robinson discusses the negative influence of traditional education on creativity, which is also closely connected with the restrictions imposed on sporting and fitness.
The point is that the government has established priorities in expanding children’s skills by emphasizing the advantage of intelligence over physical fitness. However, students’ capacities could not be measured by their ability to write, read, or solve problems, but on their interests, creativity, and major preferences in study. So, the equal status should be given both to literacy and creativity to exterminate the stereotypes in education and develop advanced pedagogical practices in all spheres of student learning.
The above-presented assumptions are congruent with my personal experience in learning. Being an international Chinese student, I used to think about education in a traditional way, implying no creativity, but strict discipline only. Sports are also about discipline, but creativity is as important as discipline because it allows students to go beyond the standards and discover their personal talents and gifts. Hence, although discipline and strict rules are foundational in education, creativity should also play a crucial role in intellectual and physical development.
Hence, education should not be about knowledge of formulas, historical figures, and chemical substances because they do not contribute to our multi-faceted development. Human mind is diverse enough to explore alternative paths in cognizing the world. I also agree with the idea that education should be accompanied with constant change to make children realize the actual purpose of studying and future fulfillment.
My experience of studying in China differs from that of studying in California because teachers encourage students’ independence. They have also made me understand that thinking process is successful when people are in constant searching. Therefore, dynamics of learning is a priority for promoting skills and widening our perception of the surrounding world. Human brain develops constantly, regardless of what activities it is involved in.